Promoting and

Managing Positive
Pupil Behaviour

GS/Updated April 2009

BELB Induction/EPD Team

Treat people as if they were

what they ought to be, and you
help them to become what they
are capable of being.
Johann Wolfgang von Goethe
German Philosopher and Author
1749- 1832
The theory of initial teacher education may have exposed you to many ideas
on classroom management, some of which you may have tried out to good effect
during teaching practice, while others may have fallen short leaving you with
hard lessons to learn. Of course, strategies, like rules, are not always hard and
fast what works well with one group of pupils, may fail miserably with another.
The first year on the job brings with it the further realisation when the going
gets tough there is no longer any real teacher to hand the pupils back to while
you get going! From here on in, its you and them for the duration! While
personality and subject knowledge are vital ingredients of a good teacher,
successful pupil learning depends as much on effective classroom management
skills. While these can be developed and refined with experience and through
continuing professional development activities, the following tried and tested
strategies are worth considering from the outset of your teaching career:
Research your Pupils. Find out as much as possible about the pupils you
are going to teach talk to other teachers, read any available reports;
Know your Pupils. Try to learn the names of your pupils as quickly as
possible your classroom management will be far more effective if you are
able to direct questions to named pupils and discipline by name if necessary;
Plan and Prepare Well. Make sure you know what you are expected to
teach and what books and other resources you will use. Pupils respond better
to confident, knowledgeable teachers who care enough about them to prepare
good, interesting lessons, who give regular, positive and constructive feedback
and who are able to use humour to good effect;
Make the best use of your Classroom (for those who are lucky enough to
have their own permanent base!). Classroom layout can vary depending on
the size of the room, your preferred teaching style(s), the classes you teach
and the nature of the learning activity. However, as the learning environment
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BELB Induction/EPD Team

can have an immense impact on positive behaviour management, here are a

few pointers on how to get the best out of your classroom:
Position your desk strategically to enable you to see and be seen by all
pupils. It doesnt always have to be in the centre off-centre can be
equally good. Set a good example keep it as tidy as possible;
Arrange desks to facilitate your teaching methods while also taking account
of the recommended interactive learning and teaching strategies of the
Revised Northern Ireland Curriculum. A layout which alternately allows
individual, pair and group work but which might also sometimes require
some moving of furniture between modes is probably best. However,
remember to keep your layout as practical as possible to facilitate ease of
movement between desks (for teacher and pupils) and quick and easy
evacuation of the room during fire drills or the rare emergency;
Promote a tidy and welcoming learning environment. A well-kept, bright,
attractive, litter-free classroom will help to promote more responsible
behaviour from your pupils. You might wish to draw up classroom
litter/tidy rotas for your pupils to help promote a sense of environmental
friendliness and pride within them for their classroom;
Maintain tidy, up-to-date and colourful displays which are relevant to
current themes and topics and which include examples of pupils work.
Remember that displays are as important to the post-primary classroom as
they are to the primary classroom. Enlist the support of pupils to mount
the displays and to help promote a sense of pride and co-ownership;
Clearly label materials and resources for the use of pupils;
Provide easy access to essential equipment and resources e.g. computers,
science and technology apparatus etc.
Gen up on School Behaviour Procedures. Become familiar as soon as
you can with your schools Behaviour Management Policy and the role of key
members of staff in disseminating and helping to implement the policy. If
problems occur, refer to the policy for information and guidance on sanctions
and rewards. In cases which you cannot handle yourself, follow outlined
procedures in terms of appropriate lines of referral - HOD, Year Head etc.
Dont forget your Teacher Tutor who is also there to provide ongoing
professional (as well as pastoral) guidance vis--vis behaviour management,
school policies and procedures as well as lesson planning and action planning;
Act Confident. Be as confident as possible in classroom management!
While some pupils may astutely spot and overlook any initial slip-ups in terms
of minor procedure others will be quick to take advantage of any hesitation or
indecision on your part of other more serious matters;
Be firm, fair and consistent. Make your expectations clear and in a
manner which is not challenging but which conveys the message that you
dont expect any transgression. Should any pupil(s) seek to test you, then you
GS/Updated April 2009

BELB Induction/EPD Team

should remind them of the consequences of any repetition and, if necessary,

follow through on the sanction.
Keep reprimands specific to the
misdemeanour criticise the action, not the character of the pupil(s). It is
worth remembering that a gesture or firm stare, as opposed to a verbal
rebuke, is often enough to influence a misbehaving pupil thus avoiding the
danger of drawing the class attention to the inappropriate behaviour and
provoking a possible confrontation;
Pre-empt Difficult Situations. Think out some possible strategies and
stock responses to fall back on during challenging behaviour management
situations. This will help you deal with problem situations in a more
confident, calm and considered way, with less risk of losing it and making the
situation worse. Well-prepared is fore-armed;
Give Regular Praise and Constructive Feedback.
Praise and
encouragement are powerful motivators. Give it regularly to individual pupils
for good/improved behaviour and/or performance as well as to the whole class,
e.g. at the end of a lesson during which a lot has been achieved. However, it
is often better to give unobtrusive praise to difficult pupils to avoid
threatening their tough public persona and making them feel they have to
save face with a retaliatory comment or action;
Embrace Positive Reinforcement Techniques. Include a range of
positive behaviour management strategies in your repertoire such as those
promoted by Bill Rogers, Lee Canter and Jenny Mosley, as illustrated at
the BELBs Positive Behaviour Management course. Seek to accentuate the
positive in pupil behaviour as opposed to always emphasising the negative!
Widen your Positive Reinforcement Knowledge - Do your research,
hone your practice!
You may find the following online information and guidance on Positive
Behaviour Management of interest and use:

GS/Updated April 2009

BELB Induction/EPD Team

The Induction/EPD Teams Top Web Links

for Positive Behaviour Management
1. Teaching Expertise Website
www.teachingexpertise.com/area/behaviour-management
An excellent site which contains a wealth of information, strategies and
tips on many Behaviour Management issues including Monitoring and
Tracking Behaviour, How to React to Disruptive Pupils, Managing Boys
Behaviour, How to Avoid Arguments, Using the 3 Reminder Rule to
Encourage Compliance etc. It also includes a Starter Kit of Positive
Behaviour Management Strategies & activity and observation sheets for
use with pupils.
2. The Highland Council
www.highland.gov.uk/learninghere/psychologicalservi
ce/information-parents/behaviourmanagement.htm
A useful checklist of Positive Behaviour Management strategies.
www.highlandschoolsvirtualib.org.uk/ltt/inclusive_enjoyable/behaviour_m.htm
Learning and Teaching should be Inclusive and Enjoyable Behaviour
Management
3. The National Strategies Website:
http://nationalstrategies.standards.dcsf.gov.uk/node/86968
Contains excellent downloadable course materials on the theme of
Behaviour in the Classroom: A Course for Newly Qualified
Teachers for the use of teacher tutors and teacher mentors with their
beginning teachers. The course is divided into 5 sessions under the themes
of:
Creating a Positive Classroom Context
Setting Expectations
Teaching Positive Behaviour and Responding to Inappropriate
Behaviour
Learning Behaviours and Lesson Structures
Building Positive Relationships
Each session focuses on solution focused practical strategies for use in the
classroom designed to develop teachers confidence and assertiveness in
the classroom and for creating a positive learning environment. The
materials also include a PowerPoint which can be reproduced free of
charge. Definitely worth a look!
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BELB Induction/EPD Team

4. Behaviour for Learning

www.behaviour4learning.ac.uk/index.aspx
Links to many excellent resources including 20 scenarios for teachers and
teacher tutors which address major talking points regarding the
practicalities of promoting effective behaviour and learning including
Gaining Attention in a Noisy Class, Dealing with Unacceptable
Language etc.
5. Teachernet Behaviour Management Module
www.teachernet.gov.uk/_doc/2704/Behaviour.Secondary.pdf
Although aimed at teaching assistants in secondary schools, this Induction
training module contains excellent information which would be equally
beneficial to Beginning Teachers. The module:
Introduces the key principles of positive behaviour management
Raises awareness of the personal skills required to implement these
principles
Establishes the importance of the quality of adult/pupil relationships in
the development of a positive learning climate
Examines the skills, qualities and approaches needed to support pupils
in managing their behaviour.
6. Behaviour Management and Discipline, Bill
Rogers
www.antibullying.net/documents/behaviour.gt.pdf
7. Better Behaviour, Better Learning: A Practical
Approach for Secondary Schools
www.angus.gov.uk/atoz/pdfs/BBBLAPracticalA
pproach.pdf
Angus Council Guidelines for Schools
8. Behaviour Management Tips for Probationer
Teachers
www.probationerteacherscotland.org.uk/your_exp
eriences/behaviour_management_tips.aspx

GS/Updated April 2009

BELB Induction/EPD Team

9. School Positive Behaviour Management Policy

www.stdominics.pkc.sch.uk/My_Homepage_Files/Download/Behavi
our%20Policy.pdf
An example of a schools Positive Behaviour Management Policy with some
good practical approaches.
10. The Classroom is not an Arena, and the teacher is not a
ringmaster.
www.creativelearningagency.org.uk/metadot/index.pl?id=25854&is
a=DBRow&op=show
An article on how good organisation of teaching space and teacher
behaviour can help to create positive behaviour patterns in the classroom.

Making a Difference
Tim Brighouse advised each teacher in
a school to pick one vulnerable child,
and to make a positive personal
comment, even just hello and the
childs name, each time they saw them.
The rate of suspensions fell dramatically.

GS/Updated April 2009

BELB Induction/EPD Team

POSITIVE BEHAVIOUR MANAGEMENT EXPERTS

Tim Brighouse
www.rm.com/Company/Generic.asp?cref=GP869686&position=2
Professor Tim Brighouse is one of the UKs most respected educationalists
having developed a wealth of experience in teaching and education over a 45
year period to date. Years of classroom practice have been followed by a wide
range of roles including Professor of Education at Keele University, Chief
Education Officer in Oxfordshire and Birmingham Local Authorities, Chief
Adviser to London Schools and Visiting Professor for the Institute of Education.
Tim is a renowned expert in school improvement and positive behaviour
management and has published a number of key works including Essential
Pieces, the Jigsaw of a Successful School.

Bill Rogers
www.billrogers.co.uk
A teacher by profession, Bill Rogers lectures widely on discipline and behaviour
management issues. He has written a dozen books on such topics as Discipline,
Behaviour Leadership, Teacher Stress, Cracking the Hard Class, Working with
Challenging Children, Colleague Support and Teacher Welfare, and Whole-School
Behaviour Management.
In 1988 Bill was awarded a travelling scholarship to the United Kingdom to research teacher stress and
has returned to the UK on 26 occasions to lecture at the major universities. He has received numerous
awards in his native Australia, the most recent being the Hedley Beare Educator of the Year Award in
1998. He has been adjunct professor (Education) at Griffith University (Australia) since 2000.

Lee Canter
http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/Assertive
Discipline.html
Lee Canter is a world renowned expert on classroom management. His
acclaimed Assertive Discipline programme has achieved wide acclaim since it
was first published in 1976.
Known as one of the most dynamic speakers and trainers in education today, he
has given numerous keynote speeches at conferences and has been a frequent
guest on noted television programmes including Oprah Winfrey. He is a prolific
writer having authored over 40 best selling books for educators including the
Assertive Discipline and Succeeding with Difficult Students. His latest work
focuses on Classroom Management for Academic Success.

GS/Updated April 2009

BELB Induction/EPD Team